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UNICEF Innocenti's complete catalogue of research and reports
Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa
SPOTLIGHT

Reimagining Migration Responses: Learning from children and young people who move in the Horn of Africa

The number of international migrants under 18 is rising, accelerated by complex and fast-evolving economic, demographic, security and environmental drivers. Based on interviews carried out with 1,290 migrant children and young people in Ethiopia, Somalia and Sudan, this report helps address the evidence gap on children and young people migrating in the Horn of Africa by providing a better understanding of their protective environments; their access to services and resources; and their perceptions of safety, well-being and trust in authorities and other providers. It concludes by offering policy and programme recommendations to rethink child protection approaches for migrants in the region.
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COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition
Blog Blog

COVID-19: Missing More Than a Classroom. The impact of school closures on children’s nutrition

In 2019, 135 million people in 55 countries were in food crises or worse, and 2 billion people did not have regular access to safe, nutritious and sufficient food. COVID-19 has exacerbated these hardships and may result in an additional 121 million people facing acute food insecurity by the end of 2020. Further, since the beginning of the pandemic, an estimated 1.6 billion learners in 199 countries worldwide were affected by school closures, with nearly 370 million children not receiving a school meal in 150 countries. The paper presents the evidence on the potential negative short-term and long-term effects of school meal scheme disruption during Covid-19 globally. It shows how vulnerable the children participating in these schemes are, how coping and mitigation measures are often only short-term solutions, and how prioritizing school re-opening is critical. For instance, it highlights how girls are at greater risk of not being in school or of being taken out of school early, which may lead to poor nutrition and health for themselves and their children. However, well-designed school feeding programmes have been shown to enable catch-up from early growth failure and other negative shocks. As such, once schools re-open, school meal schemes can help address the deprivation that children have experienced during the closures and provide an incentive for parents to send and keep their children, especially girls, in school.
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2017 Results Report
2017 Results Report
Published: 2018 Innocenti Publications

Our latest annual Results Report presents a review of the Office of Research - Innocenti’s top-line results delivered in 2017. It contains an excellent summary of how our research contributes to impact for children. Selected key results are highlighted for all research and capacity-building areas, while ‘deeper dive’ case studies provide in-depth narratives. The report also highlights capacity building, promotion of ethical research, and communications and operations milestones in 2017. Importantly, the report describes the Office of Research’s expanding role as a physical and virtual convening space for dialogue and critical thinking on issues concerning children and adolescents, in support of UNICEF’s new global Strategic Plan.

2016 Results Report
2016 Results Report
Published: 2017 Innocenti Publications

The 2016 UNICEF Innocenti Results Report presents the activities and key results of the Office of Research achieved in 2016. Research continues to influence policy and practice by addressing inequalities in child well-being and expanding the international evidence base in social protection, child poverty, child protection and education. New and emerging areas of research are beginning to address critical gaps for children, including migration and displacement, children in care work and gender inequality. Enhanced reach, improved dissemination platforms and growing influence are creating positive impacts on social policy for children in various countries. Over 140 research products were published in a range of print and electronic media, including peer-reviewed journal articles, contributions to edited volumes, working papers, research reports and resources, digests, briefs, blogs, podcasts and videos.

Annual Review 2002-2003
Annual Review 2002-2003
Published: 2003 Innocenti Publications
This Annual Review provides a brief outline of the UNICEF Innocenti Research Centre's ongoing workin the areas of promoting advocacy and policy dialogue to support the implementation of international standards and the development of child friendly policies and in monitoring the impact of economic and social policies on children's rights. Efforts were focused on analyzing, documenting and disseminating information related to the implementation of international standards for all children, monitoring the impact of economic and social policies on children's rights, advocating the development of child-friendly policies and practices, and enhancing partnerships both within and outside the organization.
Annual Review 2001-2002
Annual Review 2001-2002
Published: 2002 Innocenti Publications
Since its creation in 1988, the UNICEF Innocenti Research Centre (IRC) has made major contributions to socio-economic research highlighting the impact of economic policy on children and to improved understanding of children's rights. IRC contributes cutting-edge research to influence policy-making in favour of the world's poorest and most marginalized children and their famililes; informs policy formulation within UNICEF, strengthens the role of UNICEF as an advocate for children's rights; and supports programme development and capacity-building.
Annual Review 2000-2001
Annual Review 2000-2001
Published: 2001 Innocenti Publications
The 1989 United Nations Convention on the Rights of the Child guides every aspect of the work of the Centre and of UNICEF (the United Nations Children’s Fund) as a whole. The Centre has been the research engine for UNICEF’s shift to a rights-based approach over the last decade, measuring the reality for children against the standards required by the Convention. In 2000, as in previous years, the Centre worked in partnership with UNICEF offices and National Committees, with Governments, non-governmental organizations, universities, researchers and others to share expertise, ideas and experience. And, as always, it maintained its intellectual independence to focus on cutting-edge, action-oriented research.
Annual Review 1999-2000
Annual Review 1999-2000
Published: 2000 Innocenti Publications
Since its establishment in 1988, the UNICEF Innocenti Research Centre has been a catalyst for the development of UNICEF’s leadership role for children in many key areas. Work carried out at the Centre in Florence, drawing on the resources and experience of a large network of experts and UNICEF field offices, has helped to shape the human rights agenda for children. It has also contributed to the intellectual foundation of UNICEF’s advocacy for shifts in economic and social policies in favour of the poorest children and families worldwide.
Cite this publication | No. of pages: 20 | Tags: annual reports, research centres, research programmes, rights of the child | Publisher: Innocenti Research Centre
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INNOCENTI DISCUSSION PAPERS INNOCENTI REPORT CARD INNOCENTI RESEARCH BRIEFS INNOCENTI WORKING PAPERS MISCELLANEA INNOCENTI RESEARCH REPORT BEST OF UNICEF RESEARCH
JOURNAL ARTICLES BLOGS
Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic
Publication Publication

Learning at a Distance: Children’s remote learning experiences in Italy during the COVID-19 pandemic

Italy was the first country in Europe to implement a nationwide lockdown. Children and their families lived in nearly complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 missed days among high-income countries worldwide. This prolonged break is of concern, as even short breaks in schooling can cause significant loss of learning for children and lead to educational inequalities over time. At least 3 million Italian students may not have been reached by remote learning due to a lack of internet connectivity or devices at home. This report explores children’s and parents’ experiences of remote learning during the lockdown in Italy, drawing on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Center). It explores how children's access and use of digital technologies changed during the pandemic; highlights how existing inequalities might undermine remote learning opportunities, even among those with internet access; and provides insights on how to support children’s remote learning in the future. *** L'Italia e’ stata il primo paese in Europa ad aver applicato la misura del lockdown su tutto il territorio. I bambini e le loro famiglie hanno vissuto in quasi completo isolamento per circa due mesi. Gli studenti hanno perduto 65 giorni di scuola rispetto ad una media di 27 negli altri paesi ad alto reddito del mondo. Questa interruzione prolungata rappresenta motivo di preoccupazione, in quanto persino interruzioni piu’ brevi nella didattica possono causare significative perdite nel livello di istruzione dei ragazzi e portare col tempo a diseguaglianze educative. Almeno 3 milioni di studenti in Italia non sono stati coinvolti nella didattica a distanza a causa d una mancanza di connessione ad internet o di dispositivi adeguati a casa. Questo rapporto analizza l’esperienza della didattica a distanza di ragazzi e genitori in Italia durante il lockdown, sulla base dei dati raccolti in 11 paesi europei (e coordinati dal Centro comune di ricerca della Commissione Europea). Studia il cambiamento nell’accesso e nell’uso delle tecnologie digitali dei bambini e ragazzi durante la pandemia; mette in evidenza come le diseguaglianze esistenti possano diminuire le opportunità offerte dalla didattica a distanza, anche tra coloro che hanno accesso ad internet; e fornisce approfondimenti su come sostenere la didattica a distanza di bambini e ragazzi in futuro.
Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa
Publication Publication

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa

There is a learning crisis. Fifty-three per cent of children in low- and middle-income countries are in ‘learning poverty’, i.e. they cannot read and understand a simple text by the end of primary school age. In sub- Saharan Africa, the learning poverty rate is 87 per cent overall, and ranges from 40 per cent to as high as 99 per cent in the 21 countries with available data. Teachers attending lessons and spending quality time on task is a critical prerequisite to learning. However, in sub-Saharan Africa, teacher absenteeism ranges from 15 to 45 per cent. Teacher absenteeism and reduced time on task wastes valuable financial resources, short-changes students and is one of the most cumbersome obstacles on the path toward the education Sustainable Development Goal and to the related vision of the new UNICEF education strategy: Every Child Learns. Whilst the stark numbers are available to study, and despite teacher absenteeism being a foremost challenge for education systems in Africa, the evidence base on how policies and practices can influence teacher attendance remains scant. Time to Teach (TTT) is a research initiative that looks at primary school teacher attendance in eight countries and territories in the Eastern and Southern Africa (ESA) region: the Comoros; Kenya; Rwanda, Puntland, State of Somalia; South Sudan; the United Republic of Tanzania, mainland; the United Republic of Tanzania, Zanzibar; and Uganda. Its primary objective is to identify factors affecting the various forms of teacher attendance, which include being at school, being punctual, being in the classroom, and teaching when in the classroom, and use this evidence to inform the design and implementation of teacher policies.

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